The two-volume set CCIS 2467 and 2468 constitutes the refereed post-conference proceedings of the 6th International Conference on , HELMeTO 2024, held in Rome, Italy, during September 2527, 2024.
The 46 revised full papers presented in these proceedings were carefully reviewed and selected from 101 submissions. The papers are organized in the following topical sections:
Part I: Artificial Intelligence in Education Emerging Technologies and Digital Transformation in Education.
Part II: Inclusion, Well-being, and Student Support Educational Policy, Ethics, and Teacher Professional Development.
.- Inclusion, Well-being, and Student Support.
.- Artificial Intelligence in Special Education: Enhancing IEP Design with
CONALI & ChatGPT.
.- AI-personalized Mindfulness sessions to promote the emotional well-being
in higher education.
.- University students with Special Educational Needs: An assessment of
satisfaction and perceptions of e-learning and services provided.
.- Play at first sight: A literature review on the integration of
Eye-tracking into special needs education.
.- Innovative Approaches in Teacher Education: Active Breaks and Technology
Integration.
.- Development and initial validation of a future teacher anxiety
questionnaire: a pilot study.
.- Stress in the university population: a literature review of the positive
role of physical activity to improve the well being of students.
.- Pre-service Teachers and Public Speaking Anxiety. Insights and possible
interventions through AI and IoT.
.- Enhancing social presence through art: a study on the intersection of
emotions and class engagement.
.- Enhancing educational inclusion through advanced Assistive Technologies:
impact of AR, VR and AI integration in supporting students with motor and
communication impairments.
.- Educational Policy, Ethics, and Teacher Professional Development.
.- The Role of Universities in Teachers' Professional Development: a Model
Proposal.
.- AI Act: a quanti-qualitative analysis.
.- Business Schools practices: a websites content analysis.
.- Faculty Development for the integration of a comprehensive perspective on
AI in Higher Education: LookAIHed, a case study.
.- Brain dominance and neuromyths: widespread beliefs among Italian
teachers.
.- Sensor-Based to Interaction-Based AI Models in Education: The JOINclusion
Case Study.
.- Digital Innovation and Internationalisation through eTwinning: Reimagining
Initial Teacher Education.
.- Developing Assessment Competences in Teacher Education: Insights from
Moodle-Based Task.
.- Transversal Competences with AI: Training Implications and Faculty
Development Perspectives.
.- The influence of online education and secondary school teachers' views on
digital competencies.
